Understanding Teaching and Learning in Primary Education

Mike Carroll, Margaret McCulloch

ISBN 10: 1526421186 / ISBN 13: 9781526421180

Edité par SAGE Publications Ltd 2018-09-08, 2018

A propos de cet article

N° de réf. du vendeur 6666-GRD-9781526421180

Détails bibliographiques

• Titre: Understanding Teaching and Learning in Primary Education
• Éditeur: SAGE Publications Ltd 2018-09-08
• Date de parution: 2018
• Langue: anglais
• ISBN à 10 chiffres: 1526421186
• ISBN à 13 chiffres: 9781526421180
• Reliure: Paperback
• Édition: 2ème Édition
• État de l'article: New

A propos de ce titre

Synopsis

Guidance and insights into the knowledge, values and commitments necessary to succeed in the primary classroom, supported by links to theory and research literature and realistic scenarios you may encounter as a new teacher.

À propos des auteurs

Dr Mike Carroll is a retired Senior Lecturer in Education at the University of Glasgow. Mike was formerly the Director of the MEd Professional Learning and Enquiry. Mike contributed to a range of masters-level programmes for serving teachers, with a particular interest in the development of leadership at all levels in the school. As a retired member of staff Mike continues to contribute as an Associate Tutor involved in supporting students on school placements as well as working as an Education Consultant contributing to Teacher Induction Programmes. Mike co-edited the successful Understanding Teaching and Learning in Primary Education text published by SAGE.

Margaret McCulloch is a lecturer in the School of Education, University of Glasgow. She worked for many years as a primary teacher, specialising in Support for Learning, before becoming an Inclusion Development Officer, and she has extensive experience of working collaboratively with parents, teachers and colleagues from other professions. She teaches educational studies, with a particular focus on inclusive education and related issues, on a number of undergraduate programmes. She also works with international students and practising teachers from Scotland on the Masters programme in Inclusive Education: Policy, Practice and Research. Her research interests include professional identity in teacher education, inclusive education and dyslexia. She has written on inter-professional approaches to practice (Forde et al., 2011); she contributed to the Literature Review on Teacher Education in the 21st Century (Scottish Government, 2010) and to the Assessment at Transition report (Scottish Government, 2012).